Governance in higher education is currently a topic of debate in Norway as it is in many other countries, and especially after the Bologna process in 1999 and after The Norwegian Ministery of Education and Research published the latest two reforms 1) The Quality Reform, St.melding nr. 16 (2001-2002) and 2) The Reform of Teacher Training Programme in 2003. Both reforms follow up good intentions of internationalization in higher education as mentioned in the Bologna document.In January 2004, 10 second year students in The Teacher Training Programme at Oslo University College, left for school practice in Equador, in Indonesia, in Kenya, in Namibia, in Serbia and in Sweden. In May and June 2004 the 10 students were interviewed as a part of the project "Internationalization and education, a study with focus on what do international students in The Teacher Training Programme learn in a placement period abroad?" It is important to listen to the student's own voice, and this interview focused on student's own reflection and different kind of learning outcomes. Educating students in Teacher Education, there is a strive in Norway to look at what kind of "Bildung" we give our students. What kind of communicative experiences do they receive in a foreign language in a multicultural and international classroom different from that in Oslo? The interviews revealed a variety of positioning among the students, as I name "Crossing Borders".School practice and teaching are in focus in Norway, and especially after two times with low score at the European Pisa test (2001 and 2004). We all want to educate well prepared and qualified schoolteachers, and our Minister of Education and Research, Kristin Clemet, keeps an eye on the student's qualification and how we arrange our internationalization in higher education. This study will give my Faculty a possibility to reveal what kind of phenomenon that may characterize a placement period abroad. What kind of "Bildung" do we give international students? This study is a "real world" or ethnographic research (Kvale 1997, Robson 2002), and I have chosen a qualitative research methodology based on the semi-structured interview. In the interview, I focus on the meaning of particular phenomena to the participants, and the interview followed the given sequence and questions in the guide. The study is based on different theories of Bruner (1997), Mestenhauser (1988, 2004), Løvlie (2003), Sundli (2004) and Mead (1967).The presentation will focus some important results from the individual students "tales", but also some challenges in general in teacher education that are brought to surface during the interviews.